Influence on Learning & Achievement: 

It is no secret that setting goals is a big push in motivation and success for many individuals. However, how does this connect with the "Learning Mastery" principle, and how do we influence goal-oriented students? In an article written by Paul Pintrich he states, "Achievement goal constructs represent a combination of general goals or purposes like mastery or superiority (cf. these two goals in Ford’s 1992 taxonomy) as well as more specific criteria or targets by which performance will be judged (e.g., progress or self-improvement vs. higher grades than others)" (Pintrich, 2000). 

• Mastery Learning should focus on answering the "why" when students question their learning. Teachers may hear, "Why is this important? I want to be a ........ when I grow up," and when educators take the time to help students see the importance-students may feel validated in their academic career. 

• Mastery Learning should also work on helping students meet the same goal at a fair pace in a way that meets the student's needs. This can include adaptations, modifications, and other forms. 

What are the causes & effects of Learning Mastery? 

Learning mastery is a tool that greatly improves students' success within the classroom. It allows for an environment that encourages students to take ownership of their learning. 

Some causes of learning mastery include:

 Early learning experiences can have an impact on a student's goal orientation. When a student is praised for self-improvement or participation they will often develop mastery learning skills (Ames & Archer, 1988, p260). It is also helpful when the learning environment is encouraging for all students. 

• The student is more self-aware of their learning level and ability. 

• Students take an interest in the subject area.

• The student's ability to understand and complete their work. 

• The student is able to achieve a deeper level of understanding. 

Some effects of learning mastery include:

• The student is able to attain critical thinking, collaboration, and problem-solving skills (Ames, 1992, p.260). 

• Using these skills and techniques helps to improve the confidence and self-esteem of students in the classroom. 

• Improve their classroom skills by adding more structure to the routine. 

It has been shown that students who demonstrate this orientation, are more easily able to focus on the effort that they are putting in along with the strategies that they are using for each individual strategies (Ames, 1992). For example, a mastery skill might look like asking the teacher for help even though that would signify that they do not have a full understanding. Skills and techniques that adolescents can use to help further advance their skills. 

What are teachers able to do? 

 There are several available and effective teaching methods to reach Learning Mastery within goal theory. 

• One of the most obvious is setting up goals. Whether it be goals set up as a whole for the class, or individual goals. One of the most effective being individual goals for students. If the students are able to set their own goals, they are able to be in charge of their own learning. The students get to choose what goals they want to reach, and are in charge of making sure they get there. 

• When setting up these goals, the teachers will have to give pre-tests, Quizzes, and End of Unit Tests